How We Think Throughout Our Lives How We Learn Language Piaget’s Theory of Cognitive Development

Key concepts Language acquisition Motherese/baby talk Babbling Holophrases Telegraphic speech Overextension Underextention Piaget Sensorimotor stage Preoperational stage Concrete operations Formal operations Object permanence Symbolic representation Conservation

How We Learn Language Language unique to humans. Children in different cultures learn to speak very different languages, but they all seem to go through the same sequence of stages

Some brain regions see language (written). Others hear it. Some interpret language (understanding). Others generate it (speaking). The right and left hemispheres perform logical and emotional functions.

Language Stages Infants communicate through crying, with different cries for hunger and for pain, movement facial expressions Prefer baby talk (or motherese) – calming, melodious speech, short sentences.

Language Stages Vocabulary grows slowly until about 18 months, and then infants learn about 100 words or more per month Overextension: The application of a newly learned word to objects that are not included in the meaning of the word (e.g., calling any female person “mama”) Underextension: The failure to apply the new word more generally to objects that are included within the meaning of the new word (e.g., not extending the category of “dog” to include dogs that are not the family pet)

Language Stages Between 18 and 24 months, children experience a vocabulary-acquisition spurt and words are combined into sentences Telegraphic speech is the use of 2-word sentences with mainly nouns and verbs (e.g., “Dada eat” for “Dad is having dinner”) These 2-word statements begin to be expanded and between the ages of 2 and 5 years, the child implicitly acquires grammar of the native language

Language Stages Language development is a genetically programmed ability However, this ability is not developed without exposure to human speech Thus, both nature and nurture are vital to language development

JEAN PIAGET – studied children’s cognitive abilities Born: August 9, 1896 Neuchâtel, Switzerland Died: September 17, 1980 Geneva, Switzerland

What age and stage can a kid… 1.start doing algebra (which uses abstract thinking)? 2.learn and use many new words? 3.block your view of the TV without realizing it? (think you can see it because they can see it) 4.understand the concept of money and can count it? 5.understand the idea of justice? 6.forget about the existence of a person when they hide behind a corner? 7.realize that a clump of clay broken into two smaller clumps is still the same amount of clay? 8.discuss the existence of God and argue for and against it? 9.have a rich imagination and believe in fantasy figures like santa claus and the tooth fairy

Infant senses Which senses are well developed at birth? Which need to be “warmed up” with use?

Sensory-Perceptual Development Vision is the least-developed sense at birth Newborns’ visual acuity is 20/400 to 20/800 Reaches 20/20 within the first year Color vision develops by 2 to 3 months Such stimulation is necessary for proper development of the visual pathways and cortex during infancy Newborns need to practice looking to form good eyesight

Sensory-Perceptual Development Hearing in newborn is better than vision Can distinguish mother’s voice Steadily declines from there. Never as good again

Sensory-Perceptual Development The senses of smell, taste, and touch are also fairly well-developed at birth Infants can differentiate the smell of their mother Infants have innate understanding of objects and movement – ex, solids cannot pass through each other.

Piaget’s Theory of Cognitive Development Piaget posed problems for children to solve, observed their actions carefully, and questioned them about their solutions Interested in children’s error, thought processes Assumed that a child is an active seeker of knowledge and gains an understanding of the world by operating on it

Piaget’s Stages of Cognitive Development SensorimotorBirth to 2 years Preoperational2 to 6 years Concrete operational6 to 12 years Formal operational12+ years

Piaget’s Stages of Cognitive Development

Sensorimotor Stage Infant learns about the world through their sensory and motor interactions (including reflexes) Lack object permanence, the knowledge than an object exists independent of perceptual contact Symbolic representation of objects and events starts to develop during the latter part of the sensorimotor stage (e.g., use of telegraphic speech)

Preoperational Stage Egocentrism is the inability to distinguish one’s own perceptions, thoughts, and feelings from those of others The child, however, can pretend, imagine, and engage in make-believe play

Preoperational Stage Preoperational children LACK Conservation: the knowledge that the quantitative properties of an object (such as mass, volume, and number) remain the same despite changes in appearance Fail the liquid in a tall/wide glass test

Tests of Conservation

Concrete Operational Stage Children gain a fuller understanding of conservation and other mental operations that allow them to think logically, but only about concrete events Conservation for liquids, numbers, and matter acquired early, but conservation of length acquired later in the stage Develops logic The reasoning of concrete operational children is tied to immediate reality Cannot think abstractedly and break rules they know to be true (glass-hammer vs feather- hammer)

Formal Operational Stage The child gains the capacity for hypothetical- deductive thought Can engage testing of hypotheses Abstract problem solving Can break known logical “rules” and imagine/think abstractedly

Formal Operational Stage In one scientific thinking task, the child is shown several flasks of what appear to be the same clear liquid and is told one combination of two of these liquids would produce a clear liquid The task is to determine which combination would produce the blue liquid The concrete operational child just starts mixing different clear liquids together haphazardly The formal operational child develops a systematic plan for deducing what the correct combination must be by determining all of the possible combinations and then systematically testing each one

Formal Operational Stage The formal operational child can evaluate the logic of verbal statements without referring to concrete situations For example, the formal operational child would judge the statement “If mice are bigger than horses, and horses are bigger than cats, then mice are bigger than cats” to be true, even though in “real life” mice are not bigger than cats

Piaget’s Stages of Cognitive Development

Real live observations! What life stage are these kids in? Observe their Reflexes Motor/sensory coordination Language capability/level Walking Personality/social self Piaget level – sensory motor? preoperational? Concrete operational? Formal operational?

Evaluation of Piaget’s Theory 1.Not all people reach formal operational thought 2.The theory may be biased in favor of Western culture 3.There is no real theory of what occurs after the onset of adolescence 4.Despite refinements, recent research has indeed shown that cognitive development seems to proceed in the general sequence of stages that Piaget proposed

Schemas Organized units of knowledge about objects, events, and actions Cognitive adaptation A useful framework for viewing the world

Describe the process of clothes shopping

Describe your earliest impression of school (playschool/kindergarten) Your age? People? Setting? Classes? Feelings? School was a place where…

First day of middle school (junior high) Age People Setting Classes Feelings School was a place where…

First day of high school Age People Setting Classes Feelings School was a place where…

Schemas… …involve two processes Assimilation is the interpretation of new experiences in terms of present schemes Accommodation is the modification of present schemes to fit with new experiences

Schemas For example, a child may call all four-legged creatures “doggie” The child learns he needs to accommodate (change) his schemes, as only one type of four- legged creature is “dog” Schema gets smaller, more specific Accommodation is learning

Assimilation or accommodation? Suzy is 3 and knows how to use a spoon. She’s given a fork for the first time, and immediately figures out how to use it. Tom is 4 and believes that all cars have 4 doors. When his aunt shows up in a 2 door sports car, he realizes that car door numbers vary. He changes his idea about car door numbers. Mandy calls all men “Dada”. Eventuall she learns that nly one man is her dada. She changes her schema to reflect this. Think of a personal example of Assimilation Accommodation

Santa Schema – at different Piaget cognitive stages! Sensory motor stage - key concepts: developing object permanence, developing senses and motor control

Preoperational Key concepts: egocentrism, no conservation, increased vocabulary, fantasy/imaginative thinking

Concrete operational child Developing logic, understands conservation

Formal operations child Logical hypothetical thinker, can break ‘rules’ in logic and suspend imagination

Quick review – Piaget What age and stage… Suzy believes the tooth fairy left her money last night Mark wrote a paper about life on other planets Darnell can see color and recognize his mom’s voice Josie just realized that Santa Claus can’t be real Natisha asked her mom to use the oval plate because she (thinks she) gets a bigger portion of food on it

Homework ALL CLASSES: Write a paragraph about an elderly person who looks back on their life. They did not resolve ONE stage from Erikson’s model. How did this affect their life? COLLEGE READING: Pages Vygotsky & zone of proximal development Pages 270 – 272 – Kohlberg & moral reasoning

Erik Erikson Erik Homburger Erikson German-born developmental psychologist known for his theory on psychosocial development of human beings. Famous for coining the phrase identity crisis. Born: June 15, 1902, Frankfurt, Germany BornFrankfurt, Germany Died: May 12, 1994, Harwich, MA DiedHarwich, MA

Who am I? Erikson believed humans go through 8 stages of psychosocial development Psycho = inner dynamics of mind Social = emphasized the impact of society and other people upon development Eight stages of development, each with a major issue or crisis that has to be resolved Each stage is named after the two sides of the issue relevant in that stage

Video showing 8 stages Keep the volume down – Kenny G!!!

Class assignment Make a group poster using magazine images to represent the crisis at each stage. Include: The 8 stages – with an definition of each crisis at each stage An appropriate image for each “side” of the crisis, ex: trust vs mistrust A example from your life, or you know, or a celebrity, for each crisis (2 per stage – resolved and unresolved) Put your names on it. Hang up. No hang, no grade.

Homework ALL CLASSES: Write a paragraph about an elderly person who looks back on their life. They did not resolve ONE stage from Erikson’s model. How did this affect their life? COLLEGE READING: Pages Vygotsky & zone of proximal development Pages 270 – 272 – Kohlberg & moral reasoning

Erikson’s Psychosocial Stages 1 Trust vs. Mistrust (birth to 1 year) Infants learn that they can or cannot trust others to take care of their basic needs 2 Autonomy vs. Shame and Doubt (1 to 2 years) Children learn to be self- sufficient in many activities such as toilet training, walking, and exploring; if restrained too much they learn to doubt their abilities and feel shame

3 Initiative vs. Guilt (3 to 5 years) Children learn to assume more responsibility by taking the initiative but will feel guilty if they overstep limits set by parents 4 Industry vs. Inferiority (5 years to puberty) Children learn to be competent by mastering new intellectual, social, and physical skills or feel inferior if they fail to develop these skills Erikson’s Psychosocial Stages

5 Identity vs. Role Confusion (adolescence) Adolescents develop a sense of identity by experimenting with different roles; no role experimentation may result in role confusion 6 Intimacy vs. Isolation (young adulthood) Young adults form intimate relationships with others or become isolated because of failure to do so Erikson’s Psychosocial Stages

7 Generativity vs. Stagnation (middle adulthood) Middle-aged adults feel they are helping the next generation though their work and child rearing, or they stagnate because they feel that they are not helping 8 Integrity vs. Despair (late adulthood) Older adults assess their lives and develop sense of integrity if they find lives have been meaningful; develop sense of despair if not meaningful Erikson’s Psychosocial Stages

Erikson’s Psychosocial Theory of Development Probably the greatest impact of Erikson’s theory is that it expanded the study of developmental psychology past adolescence into the stages of adulthood (young, middle, and late) The sequence in the theory (intimacy issues followed by identity issues) turns out to be the most applicable to men and career-oriented women Many women may solve these issues in reverse order or simultaneously For example, a woman may marry and have children and then confront the identity issues when the children become adults

Project time Think of a time you felt Embarrassed Angry Sad Love Fear How old were you? What happened? Who was involved? Where were you? How did you reflect on this experience? How did it change you?

Stuff you gotta know for quiz Biological development Twins (mono and diygotic) Teratogens Infant reflexes (sucking grasping rooting stepping babinski)n Language acquision Babbling, holophrases, telegraphic speech, motherese Schemas, assimilation and accommodation Piaget, 4 stages (sensory motor, preoperational, concrete operational, formal opereational) Vygotsky and zone of proximal development (sociocultural approach to cognitive development) Kohlberg and moral development (6 stages)

Attachment and Parenting Styles Attachment is the lifelong emotional bond that exists between the infants and their mothers or other caregivers, formed during the first six months of life

Harry Harlow – Rhesus monkey attachment (1960s) Harry Frederick Harlow was an American psychologist best known for his maternal- separation, dependency needs, and social isolation experiments on rhesus monkeys Born: October 31, 1905, Fairfield, IA, USA BornFairfield, IA Died: December 6, 1981, Tucson, AZ, USA DiedTucson, AZ

Attachment and Harlow’s Monkeys

Monkeys separated from mother at birth Given option of cloth (comforting) or wire (feeding) surrogate mother Monkeys formed bond with cloth mother

“Contact comfort,” not nourishment, was the crucial element for attachment formation

Mary Ainsworth “Strange Situation” research BornBorn: December 1, 1913, GlendaleGlendale DiedDied: March 21, 1999, CharlottesvilleCharlottesville Known for her work in early emotional attachment with "The Strange Situation“ and development of Attachment Theory known for her work in early emotional attachment with "The Strange Situation" as well as her work in the development of Attachment Theory. Wikipedia Wikipedia

Types of Attachment Devised by Mary Ainsworth, an infant’s behavior is observed in an unfamiliar room with toys, while the their mother moves in and out of the room Secure Insecure- avoidant Insecure- ambivalent Insecure- disorganized

How are these kids attachments to their mothers being tested? (secure and I- avoidant/ I- ambivalent) (2 separations, secure attachment) WHO is involved in the research? WHAT is the experimental setting? WHAT are researchers measuring?

Type of attachment Child in unfamiliar room WITH MOTHER Mother LEAVES. Child’s response Mother RETURNS. Child’s response. This response determines what type of attachment child has SECURE INSECURE- AVOIDANT INSECURE- AMBIVALENT INSECURE- DISORGANIZED

Types of Attachment Secure attachment is when infant explores the situation freely in the presence of the mother, displays distress when the mother leaves responds enthusiastically when mother returns Caregivers who are sensitive and responsive to an infant’s needs are more likely to develop a secure attachment with the infant Insecure-avoidant attachment is indicated by exploration but minimal interest in the mother infant showing little distress when the mother leaves and avoiding her when she returns

Types of Attachment Insecure-ambivalent attachment the infant seeks closeness to the mother does not explore the situation high level of distress when the mother leaves ambivalent behavior when she returns by alternately clinging to and pushing away from her Insecure-disorganized (disoriented) attachment infant’s confusion when the mother leaves and when she returns The infant acts disoriented, seems overwhelmed by the situation does not demonstrate a consistent way of coping with it

The role of genetics (nature vs nurture) Infant temperament, a set of innate tendencies or dispositions also play a role (genetics) Secure attachments have been linked to higher levels of cognitive and social function Daycare does not appear to be detrimental to the formation of secure attachments

Homework due next class No school Friday – lucky you HW: Gather physical evidence for your projects. Bring in! Photos Ticket stubs Baby teeth Initiations to things Certificates/awards won… PROJECTS ARE DUE FRIDAY 20 TH !

What type of parents do these kids have? Describe the way these kids have been raised. Include a description of how the parents manage… Household rules Strictness vs permissiveness Food at home School performance expectations Amount of affection Friends and boy/girlfriend allowances Money

Kid profile: Alex Alex loves trying new things. He has already mastered bike riding and playing video games! Has a messy bedroom full of toys, books, school stuff Always does his homework on time Has lots of friends in the neighborhood

Kid profile: Lexi Lexi loves hanging with her tight-knit group of friends at the mall, their houses, the beach… She has a boyfriend who is 20, she’s 15 She sometimes misses school, but is passing most classes Lexi gets into trouble for violating the dress code often… oops!

Kid profile: Gordon Gordon only opens up to his closest friend He’s shy, quiet, anxious He has bad posture, hangs his head a lot, very flinchy and skittish Gordon is doing well at school – never misses homework or skips class

Kid profile: Terrance Terrance has a lot of toys, clothes and gadgets He’s generally a friendly, happy kid but has a temper and can be bossy and bratty Terrance’s parents sleep in a smaller bedroom than he does Last year he went to a really expensive summer camp with his rich friend, even though his parent’s struggled to afford it He’s a fussy eater.. Broccoli – Yuck!

Parenting Styles Authoritarian “Military style” Parents are demanding, expect unquestioned obedience, are not responsive to their children’s desires, and communicate poorly with their children Authoritative “strict but fair and loving” Parents are demanding but set rational limits for their children and communicate well with their children Permissive “Hippy dippy, anything goes” Parents make few demands and are overly responsive to their child’s desires, letting their children do pretty much as they please Uninvolved “whatever…” Parents minimize both the time they spend with the children and their emotional involvement with them, doing little more than providing for basic needs

Kid profile – you design Write 3 bullet points that describe Lisa’s personality. Explain what type of parenting she receives at home and how this contributes. Include any genetic temperament factors.

4 parenting styles research Diana Baumrind BornAugust 23, 1927 (age 86) New York City, USA New York CityUSA Alma Mater – UC Berkeley (go bears!)

Parenting Styles An authoritative parenting style seems to have the most positive effect on cognitive and social development Children are the most independent, happy, self- reliant, and academically successful

Vygotsky - Born: November 17, 1896, Orsha Died: June 11, 1934, Moscow Theory that people develop through socio-cultural experience and supported learningBornOrsha DiedMoscow

Vygotsky’s Sociocultural Approach to Development Cognitive abilities develop through interactions with others and through one’s culture Kids learn by experience Adults support kids, help them learn

The zone of proximal development is the difference between what a child can do alone and what the child could do with the help of others Potential development

Scaffolding In scaffolding, the parent or teacher adjusts the level of help in relation to the child’s performance Different amount of scaffolding needed for different individuals How is this worksheet an example of scaffolding?

Scaffolding and Zone of Prox dev _sticks _sticks Can you do the puzzles alone? Can you do them with some help/clues? Does each of you need the same amount of help? How did I scaffold you?

Can you make four equal triangles, of the same size as the triangles shown below, using just six sticks? Can you balance the equation shown on the right, by moving exactly three sticks?

Are babies born good, or blank slates? Why do the researches use puppets for the baby research? Why use such young babies? After watching puppets be helpful or unhelpful, babies later chose the… When did babies choose the unhelpful puppet? How is this research changing our ideas of baby cognition and moral development?

Kohlberg’s Theory of Moral Reasoning Born: October 25, 1927, NY Died: January 19, 1987, MA stories that involve moral dilemmas to assess a person’s level of moral reasoning Discerned three levels of moral reasoning

Kohlberg’s Levels of Moral Reasoning 1.At the preconventional level of moral reasoning, the emphasis is on avoiding punishment and looking out for your own welfare and needs Moral reasoning is self-oriented “Don’t get caught!” 2.At the conventional level of moral reasoning, moral reasoning is based on social rules and laws Social approval and being a dutiful citizen are important “Do what other people tell you is right” 3.At the highest level, the postconventional level of moral reasoning, moral reasoning is based on self-chosen ethical principles Human rights taking precedent over laws; the avoidance of self- condemnation for violating such principles “Even if everyone thinks it’s normal to own slaves, I think it’s wrong and I will stand up against it”

Level I PRECONVENTIONAL REASONING Stage 1 Stage 2 Level II CONVENTIONAL REASONING Stage 3 Stage 4 Level III POSTCONVENTIONAL REASONING Stage 5 Stage 6

Heinz and the druggist dilemma A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?

1.Should Heinz steal the drug? Why or why not? 2. If Heinz doesn't love his wife, should he steal the drug for her? Why or why not? 3. Suppose the person dying is not his wife but a stranger. Should Heinz steal the drug for a stranger? Why or why not? 4. Suppose it is a pet animal he loves. Should Heinz steal to save the pet animal? Why or why not? 5. Why should people do everything they can to save another's life? 6. It is against the law for Heinz to steal? Does that make it morally wrong? Why or why not? 7. Why should people generally do everything they can to avoid breaking the law? How does this relate to Heinz's case?

Kohlberg’s levels of moral reasoning applied to the Heinz/druggist dilemma Stage one (obedience): Heinz should not steal the medicine because he would consequently be put in prison, which would mean he is a bad person. Or: Heinz should steal the medicine because it is only worth $200, not how much the druggist wanted for it. Heinz had even offered to pay for it and was not stealing anything else. Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. Or: Heinz should not steal the medicine because prison is an awful place, and he would probably experience anguish over a jail cell more than his wife's death. Stage three (conformity): Heinz should steal the medicine because his wife expects it; he wants to be a good husband. Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; he tried to do everything he could without breaking the law, you cannot blame him. Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits stealing, making it illegal. Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences. Stage five (human rights): Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. Or: Heinz should not steal the medicine because the scientist has a right to compensation. Even if his wife is sick, it does not make his actions right. Stage six (universal human ethics, personal conscience): Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.

Which stage? It’s wrong to drive over the speed limit because it’s against the law If I cheat on this test and pass, I’ll get some money from my dad I will snitch on the kid who cheated so the teacher approves of me I must speak out against the gang violence in my community to stand up for human rights I can’t sneak out after curfew because I’ll be grounded if I get caught If I cheat on a test, there will be no academic standard upheld in my school and thus no point in doing anything correctly

+ Kohlberg’s Levels of Moral Reasoning APreconventional Morality Stage 1Punishment orientation Compliance with rules to avoid punishment Stage 2Reward orientation Compliance with rules to obtain rewards and satisfy own needs

Kohlberg’s Levels of Moral Reasoning Level 2Conventional Morality Stage 3Good-girl/ good-boy orientation Engages in behavior to get approval of others Stage 4Law and order orientation Behavior is guided by duty to uphold laws and rules for their own sake

Kohlberg’s Levels of Moral Reasoning Level 3Postconventional Morality Stage 5Social contract orientation Obeys rules because they are necessary for social order but understands rules are relative Stage 6Universal ethical principles orientation Concerned about self- condemnation for violating universal ethical principles based on human rights

Syria The Syrian government has been accused of using chemical weapons on its people within the last month, killing over 1000 civilians (including children) Should we get involved? Are we obligated to help, or would “helping” make things worse?

Arguments AGAINST U.S. Involvement in War in the Syria… "We shouldn't consider war...” "because we'll have more money for domestic issues..." "although atrocities have been committed, it would be an even greater atrocity to wage war..." "because we don' t want to appear too militaristic..." "because it would hurt our economy..." "even though the situation is bad, war is damaging to people and property and society agrees that is bad..." "because war is killing and killing is against the law..."

Arguments FOR U.S. Involvement in War in the Syria…. “We should consider war…” "because we can gain security of the oil supply..." "because our oil is threatened...." "evil is on the march, and it would be morally wrong to allow it to continue...." "because we don't want the world to see us as weak...." "because the U.N. has laid down written resolutions which should be upheld..." "the situation is extreme enough that society's rights are threatened and need to be defended..."

Kohlberg’s Theory of Moral Reasoning Kids start at preconventional stage 1, and move up the stages from there Not everyone reaches the postconventional level (even adults)

Kohlberg’s Theory of Moral Reasoning Shortcomings of Kohlberg’s theory Studied moral reasoning and not moral behavior. Are they the same? May not have adequately represented the morality of women The higher stages may be biased toward Western cultures

Do you understand Kohlberg’s stages of moral development? Test your knowledge with the following scenarios. Which moral reasoning is used (state the level and stage)

Shaking her head and frowning disapprovingly at the teenager who was slipping a candy bar into his pocket, a shopper lectured, “You know as well as I do that shoplifting is against the law. What if everyone just did what they wanted?” What level of moral reasoning is demonstrated by the shopper?

The shopper is in Stage 4 - Fulfilling duties and upholding the law to maintain social order. They are motivated to keep the social system going and to avoid a breakdown in its functioning.

Amy’s mother has insisted that Amy not eat snacks between meals. Now, if Amy should eat this Twinkie before dinner, she should be unhappy when thinking about how she would be disappointing her mother. What level of moral reasoning does this demonstrate?

Amy is in stage 3…she has to be a “good girl.” Her good behavior is doing what is expected by people who are close to the person or what people generally expect of someone in a given role.

Well, Amy ate the Twinkie. Her mom caught her and got mad. When talking with friend Jessica the next day, Jessica believed Amy was bad because she’d done something and gotten punished for it. Amy’s friend is using what level of moral reasoning?

Amy’s friend is in Stage 1…she is being obedient. The conscience is made up of fear of punishment and the moral action is motivated by the avoidance of punishment. The child does not consider the interests of others or see how someone else’s interests are different from their own.

You are distressed when your boss asks you to charge a late fee to customers who miss the deadline. You believe that a late fee is clearly unjustified; late orders cause no real difficulty and cost the company no more to process than early orders. While you recognize the right of the company to make a profit, you insist that a late fee is not fair to the customer. What level of moral reasoning are you demonstrating?

You are in Stage 5 - being right involves upholding rules that are in the best interest of the group. Rules should be impartial, and agreed upon by the group. If the rule no longer promotes the welfare of individuals, then the rules become invalid.

Conversation overheard in a cafeteria line: “Why should I want to report the guy for failing to submit all the money we collected for the charity fund? Sure he kept some of it, but he shared it with me.” What level of moral reasoning does this demonstrate?

This person is in Stage 2 - what is right is based on the “tit-for-tat” principle. It involves an equal exchange between people. People look out for their own needs. They are nice to others because they expect the favor to be returned.

People with higher-level moral reasoning Are more likely to assist others Are less likely to engage in delinquent activities Are more likely to behave in a moral manner Individuals at the preconventional and conventional levels would act morally when external forces demand, but otherwise they might not Individuals at the postconventional level would act morally even when external forces may not favor it

Is morality instinctual? Baby morals video (bookmark)

Next 2 classes… Friday: Project in - BONUS 10 points! Review for test next week Monday/Tuesday: Project in – no bonus points Test 2 dev psych Parenting (authorotarian, permissive, uninvolved…) Vygotsky (zone of proximal development, scaffolding) Kohlberg (moral reasoning)

Death What is death? Write 5 keywords/phrases that relate to death, in your mind. What are some emotions that surround death? How do you want to die? When? What do we do with our dead here in the US? Are we same or different to other cultures in dealing with death? Examples?

I want to die peacefully, in my sleep, like my grandfather… ….not panicking, like his passengers

How different religions view death. christians, jews, buddists, hindus WHY are religion and death so intertwined?

Handling of dead bodies in the US Embalming - what is it, why do we do it? preservation and appearance video Why do we enbalm bodies? 2.What are our options for handling dead bodies in this country?

Interview about handling of death in west vs other cultures - start after introductions... Are we weird or normal? What is a “normal” way of handling death?